Factors Influencing Health Literacy of Students in Health Science Curriculum: A Cross-sectional Study

Abstract

Background: University students in health science curriculum are the future medical professionals

responsible for promoting health literacy to the patients. Thus, it is important to study the level of health

literacy in these students.

Purpose: This study aimed to examine the factors influencing the health literacy of students in health science

curriculum.

Methods: In this cross-sectional study, a total of 270 undergraduate students in health science curriculum was

selected using stratified sampling method. Data were analyzed using Chi-square test, Pearson’s correlation

coefficient, and Stepwise-multiple regression analysis.

Results: Findings showed that 64.4% of the students had a moderate level of health literacy. Based on the

multiple regression model, the significant predictors of health literacy were social support (Beta= 0.441, t=

8.264, p-value <.001), policy to promote health perception (Beta= 0.186, t= 3.482, p-value <.001), family

relationship (Beta= 0.154, t= -4.691, p-value <.001) and the GPA (Beta= 0.125, t= 2.246, p-value <.001).

Together, these four factors could predict 38.0% of the variance in the health literacy of students in health

science curriculum.

Conclusion: The health literacy of students could be improved by encouraging social support from family

and community, strengthening health promotion policies, and promoting good academic performance.

Moreover, given the moderate level of health literacy observed in health science students, it is recommended

that universities should incorporate more health literacy topics in their curriculum.